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Direct linkPortin, Bradley S.; Russell, Felice Atesoglu; Samuelson, Catherine; Knapp, Michael S. – Journal of School Leadership, 2013
Drawing on findings from a national study of learning-focused leadership in challenging urban settings, this article examines the work of teacher leadership in urban high schools. In this context, a recently emerging cadre of nonsupervisory teacher leaders, working in collaboration with supervisory leaders, exercises a form of "distributed…
Descriptors: Urban Schools, Instructional Leadership, Expertise, Teacher Leadership
Knapp, Michael S.; Feldman, Susan B. – Journal of Educational Administration, 2012
Purpose: The purpose of this paper is to direct attention to the intersection of external and internal accountability systems within urban schools, and the role of school leadership, especially that of the principal, in managing this intersection. In particular, the paper explores how school leaders are able to strengthen and sustain the school's…
Descriptors: Urban Schools, Instructional Improvement, Accountability, Instructional Leadership
Knapp, Michael S. – American Journal of Education, 2008
This article explores how organizational and sociocultural learning theories can help us to understand the problem of system-wide instructional reform in school districts. After briefly summarizing the central challenges facing leaders in such districts, the article reviews key ideas associated with each theoretical lens and considers how each…
Descriptors: Learning Theories, School Districts, Leadership, Educational Change
Gallucci, Chrysan; Knapp, Michael S.; Markholt, Anneke; Ort, Suzanne – Teachers College Record, 2007
Purpose/Objective/Research Question/Focus of Study: The purpose of the paper is to explore an instructive case in which two potentially opposed reform theories converge on schools, in order to understand how productively or unproductively the two theories coexist. We attempt to answer the following questions: Can these two reform theories coexist,…
Descriptors: Urban Schools, Research Design, Middle Schools, Community Schools
Download full textLoeb, Hilary; Knapp, Michael S.; Elfers, Ana M. – Education Policy Analysis Archives, 2008
Because teachers' efforts are central to the success of standards-based reform, it behooves the policy community to look carefully at the beliefs about instruction that are rooted in this reform theory. Building on teacher-centric research on standards-based reform and ideas about teaching practice from research on multicultural education, this…
Descriptors: Multicultural Education, Educational Change, Accountability, State Standards
Moss, Pamela A.; Piety, Philip J.; Gamson, David; Spillane, James P.; Miele, David B.; Knapp, Michael S.; Copland, Michael A.; Swinnerton, Juli A.; Ikemoto, Gina Schuyler; Marsh, Julie A.; Firestone, William A.; Gonzalez, Raymond A.; Resnick, Lauren; Besterfield-Sacre, Mary; Mehalik, Matthew; Sherer, Jennifer Zoltners; Halverson, Erica; Erickson, Frederick; Little, Judith Warren; Diamond, John B.; Cooper, Kristy; Hickey, Daniel T.; Anderson, Kate T.; Gitomer, Drew H.; Duschl, Richard A.; Carr, Peggy; Dogan, Enis; Tirre, William; Walton, Ebony; Thorn, Christopher; Meyer, Robert H.; Gamoran, Adam; Gee, James Paul; Phillips, Denis C. – Yearbook of the National Society for the Study of Education, 2007
Much of the methodological literature currently influential in the education policy community has focused on research studies and assessments intended to support generalizable conclusions about "what works" or what students "know and can do." Until recently, far less attention has been paid to how educators actually interpret and use this…
Descriptors: Educational Change, Accountability, Yearbooks, Decision Making
